Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading

Impact of the Interactive Story Reading Method on Receptive and Expressive Language Vocabulary of Children

“…Numerous studies have revealed that interactive book reading activities expanded the vocabulary of children (Lonigan and Whitehurst, 1998;Wasik and Bond, 2001;Ezell and Justice, 2005;Mol et al, 2009;Lever and Senechal, 2011;Gonzalez et al, 2011;Hindman et al, 2012;Hindman and Wasik, 2013).…”

“…The practices with the families and teachers usually revealed positive impact of book reading on the vocabulary acquisition and preparation for literacy on part of the children. The studies employing interactive reading and reading aloud activities regarding specific fields of content (Morrow et al, 1997;French, 2004;Leung, 2008;Gonzalez et al, 2011), on the other hand, are rather limited in numbers, and the studies have a positive effect on the receptive and expressive language development on part of the children. Building on a review of the literature and research results, the present study intends to investigate the influence of the interactive story reading method on the receptive and expressive language development among children.…”

Teaching Science to Young Children with Special Needs

“…For example, Scruggs et al ( 1994 ) examined the effects of elaborative interrogation, a structured questioning procedure that leads the student to the correct answer. Three of these studies examined the effects of the following instructional procedures on science vocabulary outcomes: classwide peer tutoring (Utley et al, 2001 ), explicit instruction with application of concepts (Knight et al, 2011 ), and shared book reading (Gonzalez et al, 2011 ). Finally, one study examined the effects of a summary writing strategy intervention on reading comprehension of science text (Nelson et al, 1992 ).…”

“…In terms of instructional arrangement, three of the studies were implemented using large group instruction in a general education classroom (Dalton, Morocco, Tivnan, & Mead, 1997 ;Martinez-Alvarez, Bannan, & Peters-Burton, 2012 ;Mastropieri et al, 1998 ), two were implemented with small groups in a resource room (Aydeniz, Cihak, Graham, & Retinger, 2012 ;Bay, Staver, Bryan, & Hale, 1992 ), two were implemented in small groups within a special education selfcontained classroom (Smith, Spooner, Jimenez, & Browder, 2013 ;Utley et al, 2001 ), two were implemented in small groups within a preschool Head Start program (Gonzalez et al, 2011 ;Greenfi eld et al, 2009 ), two were conducted using one-on-one teaching arrangements (Knight, Smith, Spooner, & Browder, 2011 ;Scruggs, Mastropieri, & Sullivan, 1994 ) and one study used both small group and one-on-one teaching arrangements in a summer remedial program (Nelson, Smith, & Dodd, 1992 ).…”

“…The dependent variables used for the preschoolers included receptive and expressive vocabulary measures (Gonzalez et al, 2011 ) and preschool readiness domains measures (Greenfi eld et al, 2009 ). Expressive and receptive vocabulary was measured using the Peabody Picture Vocabulary Test (PPVT-III; Dunn & Dunn, 1997 ) and the Expressive One-Word Picture Vocabulary Test (EOWPVT; Brownell, 2000 ).…”